Blended Learning Essay

3505 Words15 Pages
Moving to Blended Learning: Capacity building/Organisational change/Can we make the shift? Abstract The release of the Queensland Skill Plan: A White Paper (June 2006) outlines both a fundamental shift in the way the Vocational Education and Training (VET) system operates in this state and significant reform to TAFE Queensland. Among the 24 Actions intended to transform and modernise the VET system, Action 7: Investing in TAFE Infrastructure and Information Communication Technology (ICT) links ICT investment directly to enabling a wider range of ‘higher quality’ programs to be delivered to more learners across the state. What this policy neglects to mention is that significant investment must be provided to capacity build TAFE staff to deliver these educational outcomes for their students. TAFE professionals will require many new capabilities to operate as knowledge workers in a global, networked economy that is rapidly changing, highly competitive and focused upon knowledge generation and innovation. Whilst there are a raft of issues around the practicalities of the introduction of new ICT’s, this paper focuses primarily on barriers relating to issues of capacity and change management that are likely to prevent us from realising our goal. It describes the key drivers and policy implications of blended learning imperatives at an institute level; discusses the implications of current research and concludes that staff must be the focus of the journey if it is to succeed. Introduction The TAFE system in Queensland today represents a sophisticated learning system in which the needs of our learners, communities and industries are met within the broader context of government policy. There are many challenges currently facing TAFE - challenges in meeting student and employer demand and expectations, building and maintaining infrastructure,

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